The influence of peer mentoring on critical care nursing students’ learning outcomes
Purpose The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units. Design/methodology/approach A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were re...
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| Veröffentlicht in: | International journal of workplace health management 2018-01, Vol.11 (3), p.130-142 |
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| creator | Sibiya, Maureen Nokuthula Ngxongo, Thembelihle Sylvia Patience Beepat, Somavathy Yvonne |
| description | Purpose
The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.
Design/methodology/approach
A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.
Findings
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.
Research limitations/implications
Mentors for the critical care nursing students were not included in the study.
Practical implications
The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.
Originality/value
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors. |
| doi_str_mv | 10.1108/IJWHM-01-2018-0003 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2098768895</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2098768895</sourcerecordid><originalsourceid>FETCH-LOGICAL-c472t-f9f866d05b505b2f8b6fa196f4bd0903c5bad270724ccd535f3a9a19b973e3523</originalsourceid><addsrcrecordid>eNptks1O3TAQha2qVaHQF2BRWeqGTeg4jp14UwkhClRUbPjpznKcMQQl9sVOKnXX1-D1-iT4cukVVCxGHmm-OZqjY0J2GOwxBs2Xk-9Xxz8KYEUJrCkAgL8hm6wWvGi4_Pl23Qu2QT6kdAsgVcX4e7LBgUmpVLVJLs9vkPbeDTN6izQ4ukCMdEQ_hdj7axo8tbGfemsGak1E6ueYloM0zV2m0t8_93RAE_0jPU82jJi2yTtnhoQfn94tcvHt8PzguDg9Ozo52D8tbFWXU-GUa6TsQLQiV-maVjrDlHRV24ECbkVrurKGuqys7QQXjhuVgVbVHLko-Rb5utJdzO2Inc0HRTPoRexHE3_rYHr9cuL7G30dfmkJiklRZYHdJ4EY7mZMkx77ZHEYjMcwJ12CamrZNEpk9PN_6G2Yo8_2MlVLkMC5zFS5omwMKUV062MY6GVs-jE2DUwvY9PL2PLSp-c21iv_csoAWwE4YrbRvS764i_wB4DupFU</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2076060336</pqid></control><display><type>article</type><title>The influence of peer mentoring on critical care nursing students’ learning outcomes</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Emerald Journals</source><source>Standard: Emerald eJournal Premier Collection</source><creator>Sibiya, Maureen Nokuthula ; Ngxongo, Thembelihle Sylvia Patience ; Beepat, Somavathy Yvonne</creator><creatorcontrib>Sibiya, Maureen Nokuthula ; Ngxongo, Thembelihle Sylvia Patience ; Beepat, Somavathy Yvonne</creatorcontrib><description>Purpose
The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.
Design/methodology/approach
A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.
Findings
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.
Research limitations/implications
Mentors for the critical care nursing students were not included in the study.
Practical implications
The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.
Originality/value
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.</description><identifier>ISSN: 1753-8351</identifier><identifier>EISSN: 1753-836X</identifier><identifier>DOI: 10.1108/IJWHM-01-2018-0003</identifier><identifier>PMID: 30166994</identifier><language>eng</language><publisher>England: Emerald Publishing Limited</publisher><subject>Anxiety ; Core competencies ; Critical care ; Curricula ; Educational objectives ; Health care ; Health care industry ; Hospitals ; Influence ; Learning ; Mentoring ; Mentors ; Nurses ; Nursing ; Nursing care ; Nursing education ; Occupational health ; Peers ; Performance appraisal ; Personal health ; Private hospitals ; Research design ; Research Paper ; Shortages ; Skills ; Stress ; Student retention ; Students ; Supernumerary ; Supervision ; Support systems ; Teachers ; Teaching ; Viability ; Workloads</subject><ispartof>International journal of workplace health management, 2018-01, Vol.11 (3), p.130-142</ispartof><rights>Maureen Nokuthula Sibiya, Thembelihle Sylvia Patience Ngxongo and Somavathy Yvonne Beepat</rights><rights>Maureen Nokuthula Sibiya, Thembelihle Sylvia Patience Ngxongo and Somavathy Yvonne Beepat. This work is published under https://creativecommons.org/licenses/by-nc/3.0/legalcode (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>Maureen Nokuthula Sibiya, Thembelihle Sylvia Patience Ngxongo and Somavathy Yvonne Beepat 2018 Maureen Nokuthula Sibiya, Thembelihle Sylvia Patience Ngxongo and Somavathy Yvonne Beepat</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c472t-f9f866d05b505b2f8b6fa196f4bd0903c5bad270724ccd535f3a9a19b973e3523</citedby><cites>FETCH-LOGICAL-c472t-f9f866d05b505b2f8b6fa196f4bd0903c5bad270724ccd535f3a9a19b973e3523</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJWHM-01-2018-0003/full/html$$EHTML$$P50$$Gemerald$$Hfree_for_read</linktohtml><link.rule.ids>230,314,776,780,881,961,11614,12825,21674,27901,27902,30976,52664,53219</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30166994$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sibiya, Maureen Nokuthula</creatorcontrib><creatorcontrib>Ngxongo, Thembelihle Sylvia Patience</creatorcontrib><creatorcontrib>Beepat, Somavathy Yvonne</creatorcontrib><title>The influence of peer mentoring on critical care nursing students’ learning outcomes</title><title>International journal of workplace health management</title><addtitle>Int J Workplace Health Manag</addtitle><description>Purpose
The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.
Design/methodology/approach
A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.
Findings
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.
Research limitations/implications
Mentors for the critical care nursing students were not included in the study.
Practical implications
The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.
Originality/value
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.</description><subject>Anxiety</subject><subject>Core competencies</subject><subject>Critical care</subject><subject>Curricula</subject><subject>Educational objectives</subject><subject>Health care</subject><subject>Health care industry</subject><subject>Hospitals</subject><subject>Influence</subject><subject>Learning</subject><subject>Mentoring</subject><subject>Mentors</subject><subject>Nurses</subject><subject>Nursing</subject><subject>Nursing care</subject><subject>Nursing education</subject><subject>Occupational health</subject><subject>Peers</subject><subject>Performance appraisal</subject><subject>Personal health</subject><subject>Private hospitals</subject><subject>Research design</subject><subject>Research Paper</subject><subject>Shortages</subject><subject>Skills</subject><subject>Stress</subject><subject>Student retention</subject><subject>Students</subject><subject>Supernumerary</subject><subject>Supervision</subject><subject>Support 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sibiya, Maureen Nokuthula</au><au>Ngxongo, Thembelihle Sylvia Patience</au><au>Beepat, Somavathy Yvonne</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The influence of peer mentoring on critical care nursing students’ learning outcomes</atitle><jtitle>International journal of workplace health management</jtitle><addtitle>Int J Workplace Health Manag</addtitle><date>2018-01-01</date><risdate>2018</risdate><volume>11</volume><issue>3</issue><spage>130</spage><epage>142</epage><pages>130-142</pages><issn>1753-8351</issn><eissn>1753-836X</eissn><abstract>Purpose
The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.
Design/methodology/approach
A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.
Findings
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.
Research limitations/implications
Mentors for the critical care nursing students were not included in the study.
Practical implications
The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.
Originality/value
The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.</abstract><cop>England</cop><pub>Emerald Publishing Limited</pub><pmid>30166994</pmid><doi>10.1108/IJWHM-01-2018-0003</doi><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
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| ispartof | International journal of workplace health management, 2018-01, Vol.11 (3), p.130-142 |
| issn | 1753-8351 1753-836X |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Emerald Journals; Standard: Emerald eJournal Premier Collection |
| subjects | Anxiety Core competencies Critical care Curricula Educational objectives Health care Health care industry Hospitals Influence Learning Mentoring Mentors Nurses Nursing Nursing care Nursing education Occupational health Peers Performance appraisal Personal health Private hospitals Research design Research Paper Shortages Skills Stress Student retention Students Supernumerary Supervision Support systems Teachers Teaching Viability Workloads |
| title | The influence of peer mentoring on critical care nursing students’ learning outcomes |
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